Through the Looking Glass Observations in the Early Childhood Classroom

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Taking a strong developmental focus, this book ensures that teachers understand the close relationship between observing, understanding what has been observed, and improving the educational curriculum and environment. This edition is the result of a continued commitment to produce a book on observation that unites solid methodological instruction with a broad understanding of children's development.Chapter 1 now covers information on professional development such as the reader's responsibilities and an introduction to professional organizations, developmentally appropriate practice, and ethical conduct in early childhood education. A new Chapter 2 details the practical issues of finding the time to observe, learning the basics of observation, and minimizing subjectivity. Highlights of development during preschool and primary grades serve as a common ground of information for both novice and knowledgeable readers to respond sensitively to children's individualities and cultures. Each chapter incorporates an ethic from the National Association for the Education of Young Children's (NAEYC) "Code of Ethical Conduct" and presents a concrete application to connect daily work with professional valuesFor early childhood educators.

PART I PREPARING THE LOOKING GLASS

1

(110)

The Educated Observer

2

(14)

Ambitions and Organization of This Book

4

(2)

Professional Development

6

(4)

Take Charge of Your Education: Active Reading and Active Learning

6

(1)

Learn About Professional Organizations

7

(1)

Developmentally Appropriate Practice

8

(1)

Ethical Conduct in Early Childhood Education

9

(1)

The Educated Observer

10

(3)

Commitment to All Children

10

(2)

Reasons for Observing

12

(1)

Authentic Assessment

12

(1)

Quick Review

13

(1)

Take a Moment to Reflect

14

(2)

Personal Reflection

14

(1)

Ethical Reflection

14

(2)

On the Road to Sound Observations

16

(16)

Taking the First Steps

18

(5)

The Teacher's Role in Observation

18

(2)

Observational Topics

20

(3)

Moving Down the Path

23

(6)

Guidelines for Observation

23

(2)

Observer Subjectivity

25

(4)

Quick Review

29

(2)

Take a Moment to Reflect

31

(1)

Personal Reflection

31

(1)

Ethical Reflection

31

(1)

Highlights of Development During the Preschool Years

32

(44)

Selected Highlights of Physical Development

34

(10)

Body Growth

34

(1)

Brain Development

34

(1)

Motor Development

35

(2)

Gross Motor Skills

37

(3)

Fine Motor Skills

40

(4)

Selected Highlights of Cognitive Development

44

(14)

Representational Abilities

45

(2)

Language

47

(3)

Reasoning

50

(1)

Social Cognition

51

(2)

Classification

53

(1)

Seriation

54

(1)

Number Development

55

(1)

Memory

56

(2)

Selected Highlights of Psychosocial Development

58

(9)

Expanding Relationships with Adults and Peers

58

(1)

Self-Concept

59

(2)

Play

61

(1)

Fears

62

(1)

Aggression

63

(2)

Impulse Control

65

(2)

Selected Highlights of Creative Development

67

(8)

Quick Review

75

(1)

Take a Moment to Reflect

75

(1)

Personal Reflection

75

(1)

Ethical Reflection

75

(1)

Highlights of Development During the Primary Grades Years

76

(35)

Selected Highlights of Physical Development

78

(7)

Body Growth

78

(1)

Motor Development

78

(1)

Gross Motor Skills

79

(2)

Fine Motor Skills

81

(2)

Elements Affecting Motor Development

83

(2)

Selected Highlights of Cognitive Development

85

(11)

Representational Abilities

85

(1)

Language

86

(3)

Logical Thought

89

(2)

Metacognition

91

(1)

Classification

92

(1)

Number Development

92

(2)

Memory

94

(2)

Selected Highlights of Psychosocial Development

96

(8)

Self-Concept and Self-Esteem

96

(1)

Advances in Play

97

(1)

Moral Reasoning and Prosocial Behavior

98

(3)

Relationships with Peers

101

(2)

Managing Stress

103

(1)

Selected Highlights of Creative Development

104

(5)

Quick Review

109

(1)

Take a Moment to Reflect

110

(1)

Personal Reflection

110

(1)

Ethical Reflection

110

(1)

PART II OBSERVING INDIVIDUAL CHILDREN

111

(142)

Observing the Development of Individual Children by Using Running Records

112

(22)

Overview of Observing Using Running Records

114

(8)

Description

114

(1)

Purpose

115

(1)

Guidelines for Writing Running Records

115

(7)

Integration of Developmental Theory and Observation

122

(7)

Preschool Example

122

(4)

Primary Grade Example

126

(3)

Applications

129

(2)

Strengths and Limitations

129

(2)

Quick Review

131

(1)

Take a Moment to Reflect

132

(2)

Personal Reflection

132

(1)

Ethical Reflection

133

(1)

Observing the Development of Individual Children by Using Anecdotal Records

134

(24)

Overview of Observing Using Anecdotal Records

136

(8)

Description

136

(2)

Purpose

138

(2)

Guidelines for Writing Anecdotes

140

(4)

Integration of Developmental Theory and Observation

144

(6)

Preschool Example

145

(2)

Primary Grade Example

147

(3)

Anecdotes and Other Forms of Recording

150

(1)

Applications

151

(4)

Strengths and Limitations

151

(4)

Quick Review

155

(1)

Take a Moment to Reflect

156

(2)

Personal Reflection

156

(1)

Ethical Reflection

157

(1)

Observing the Development of Individual Children by Using Checklists

158

(20)

Overview of Observing Using Checklists

160

(5)

Description

160

(1)

Purpose

161

(2)

Guidelines for Constructing a Checklist

163

(2)

Integration of Developmental Theory and Observation

165

(7)

Preschool Example

165

(4)

Primary Grade Example

169

(3)

Applications

172

(2)

Strengths and Limitations

172

(2)

Quick Review

174

(2)

Take a Moment to Reflect

176

(2)

Personal Reflection

176

(1)

Ethical Reflection

176

(2)

Observing the Development of Individual Children by Using Rating Scales

178

(22)

Overview of Observing Using Rating Scales

180

(6)

Description

180

(5)

Purpose

185

(1)

Guidelines for Constructing Rating Scales

185

(1)

Integration of Developmental Theory and Observation

186

(8)

Preschool Example

186

(4)

Primary Grade Example

190

(4)

Applications

194

(2)

Strengths and Limitations

194

(2)

Quick Review

196

(2)

Take a Moment to Reflect

198

(2)

Personal Reflection

198

(1)

Ethical Reflection

198

(2)

Observing the Development of Individual Children by Using ABC Narrative Event Sampling

200

(22)

Overview of Observing Using ABC Narrative Event Sampling

202

(5)

Sampling

202

(1)

Description

203

(2)

Purpose

205

(1)

Guidelines for ABC Narrative Event Sampling

205

(2)

Integration of Developmental Theory and Observation

207

(9)

Preschool Example

207

(4)

Primary Grade Example

211

(5)

Applications

216

(2)

Strengths and Limitations

217

(1)

Quick Review

218

(2)

Take a Moment to Reflect

220

(2)

Personal Reflection

220

(1)

Ethical Reflection

221

(1)

Classroom Portfolios and Parent Conferences

222

(31)

Overview of Child Portfolios

224

(11)

Portfolio System Description

225

(1)

Storage Choices for Teachers' Observations

226

(6)

Storage Choices for Children's Work

232

(2)

Guidelines for Designing a Portfolio System

234

(1)

Overview of Parent Conferences

235

(8)

Conference Preparation and Content

235

(3)

Getting Started

238

(2)

Supporting Documentation

240

(1)

Guidelines for Parent Conferences

241

(2)

Guidelines for Using Videotapes During Parent Conferences

243

(1)

Applications

243

(7)

Quick Review

250

(2)

Take a Moment to Reflect

252

(1)

Personal Reflection

252

(1)

Ethical Reflection

252

(1)

PART III OBSERVING CHILDREN, TEACHERS, INTERACTIONS, AND ENVIRONMENTS

253

(110)

Observing Children and Teachers at Work by Using Tally Event Sampling

254

(24)

Overview of Observing Using Tally Event Sampling

256

(4)

Description

256

(3)

Purpose

259

(1)

Recording Time

259

(1)

Guidelines for Constructing Tally Event Sampling Instruments

260

(1)

Integration of Classroom Situations and Observation

260

(13)

Preschool Example

260

(10)

Primary Grade Example

270

(3)

Applications

273

(2)

Strengths and Limitations

273

(2)

Quick Review

275

(1)

Take a Moment to Reflect

276

(2)

Personal Reflection

276

(1)

Ethical Reflection

277

(1)

Observing Children and Teachers at Work by Using Time Sampling

278

(26)

Overview of Observing Using Time Sampling

280

(6)

Description

280

(1)

Purpose

281

(1)

Guidelines for Constructing Time Sampling Instruments

281

(5)

Integration of Classroom Situations and Observation

286

(13)

Preschool Example

286

(6)

Primary Grade Example

292

(7)

Applications

299

(3)

Strengths and Limitations

299

(3)

Quick Review

302

(1)

Take a Moment to Reflect

303

(1)

Personal Reflection

303

(1)

Ethical Reflection

303

(1)

Designing Observational Instruments to Use in the Early Childhood Classroom

304

(34)

Select an Appropriate Topic, and Formulate an Observational Question

306

(2)

Classroom Example

307

(1)

Select an Appropriate Method of Observation

308

(1)

Classroom Example

308

(1)

Research the Topic in Libraries and Classrooms

309

(1)

Classroom Example

309

(1)

Identify Clear, Distinct Categories

309

(1)

Classroom Example

309

(1)

Design a Recording Form

310

(1)

Classroom Example

311

(1)

Pilot Test the Instrument

311

(1)

Classroom Example

311

(1)

Establish Inter-Rater Reliability

311

(4)

Classroom Example

313

(2)

Collect Data

315

(2)

Classroom Example

315

(2)

Analyze and Present the Data

317

(4)

Frequencies

317

(1)

Classroom Example

317

(1)

Percentages

317

(1)

Classroom Example

318

(2)

Visual Presentations

320

(1)

Classroom Example

320

(1)

Conclusion

321

(1)

Interpret the Data

321

(2)

Classroom Example

321

(2)

Formulate Follow-Through Plans

323

(2)

Classroom Example

324

(1)

Quick Review

325

(1)

Take a Moment to Reflect

326

(12)

Personal Reflection

326

(1)

Ethical Reflection

327

(11)

Selecting Methods to Observe, Plan, and Enrich the Physical Environment

338

(25)

Indoor Environment

330

(17)

Room Arrangement

332

(7)

Lighting

339

(2)

Visual Appeal

341

(6)

Outdoor Environments

347

(6)

Developmental Benefits

347

(1)

Outdoor Design Factors

348

(2)

Teacher's Role

350

(1)

Outdoor Materials and Equipment Selection

350

(3)

Observing the Physical Environment

353

(7)

Classroom Example

354

(6)

Quick Review

360

(1)

Take a Moment to Reflect

361

(2)

Personal Reflection

361

(1)

Ethical Reflection

361

(2)

PART IV OBSERVING CLEARLY

363

(9)

Through the Looking Glass

364

(8)

The Teacher's Commitment to Observation

368

(1)

The Benefits of Observation in the Early Childhood Classroom

369

(1)

Take a Moment to Reflect

370

(2)

Personal Reflection

370

(1)

Ethical Reflection

371

(1)

Appendix A Growth Indicators

372

(4)

Appendix B Quick Review Answers

376

(3)

Glossary

379

(5)

References

384

(10)

Index

394

In the fall of 1988, we taught a course on observation in the early childhood classroom, and therein we sowed the seeds of the first edition ofThrough the Looking Glass.The third edition you hold in your hands is the product of our continued commitment to write a book on observation that unites solid methodological instruction with a broad understanding of children's development. We have found that learninghowto observe while also paying close attention towhatto observe encourages educational practitioners to use their skills to full potential. This book maintains a close relationship between observing, understanding what one observes, and improving the educational curriculum and environment. NEW TO THIS EDITIONBecause our goal inThrough the Looking Glassis to integrate observation and child development within a professional context, we have included several helpful features in the text. As the material we wanted to include in Chapter 1 grew, we decided to develop it into two chapters for more manageable digestion. We are excited about the information about professional development in Chapter 1, including the reader's responsibilities and an introduction to professional organizations, developmentally appropriate practice, and ethical conduct in early childhood education. The second chapter turns to the more nuts-and-bolts issues of finding the time to observe, learning the basics of observation, and minimizing subjectivity. All our chapters now end with two reflections: one personal and one ethical. We hope these reflections will help our readers integrate information into their personal storehouses of knowledge and connect their daily work with our professional values as early childhood educators. Chapters 3 and 4, describing highlights of development during the preschool and primary grade years, have been updated and serve to establish a common ground of information for both knowledgeable and novice readers in the field of child development. Our "Growth Indicators" of child development from these two chapters are concrete guides towhatto observe and are reprinted in Appendix A for easy access. In each chapter presenting an observational method, we offer two detailed examples, one preschool and one primary grade, to model how educators effectively study issues in classrooms, interpret the data, and initiate follow-through plans. Brief vignettes at the beginning of each chapter ask the reader to ponder a question or problem that anticipates the chapter's content. "Practice Activities" and "Off on Your Own" provide abundant opportunities to add to the reader's expertise in the observational process, and our new "Quick Reviews" at the ends of most chapters serve to underscore the major points.On completion of the original manuscript, we flipped a coin to determine the first author's name. We hope our readers remember that the order was set by chance and is a fair reflection of the teamwork that producedThrough the Looking Glass.